Goals :
.....1. To provide an awareness of the traits of effective mentors
.....2. To provide practice and structures for active listening, and conferencing
techniques
.....3. To explore the differences between student and adult learners
.....4. To examine the traits of effective teaching and how to use that
information in mentoring new teachers
Learning Outcomes :
.....1. Teachers will have knowledge of the the traits of effective mentors,
conferencing techniques, and the needs of adult learners
.....2. Teachers will have an understanding of the interpersonal skills
necessary to be a trusted mentor
.....3. Teachers will have knowledge of the traits of effective teachers
Structure :
..The course will be comprised of two consecutive days of classes from
8-4 on the 22nd and 23rd of August.
Day I
Overview - benefits of a mentoring program
Defining Roles
..........Role of the Mentor/Mentee
...............................Pretest about
the traits of a good mentor
...............................Discussion
of traits of a good mentor
Role of Mentor : Supportive coach
.............................Guide
.............................Local Knowledge
Base
.............................Goal of Developing
Mentee into an effective teacher
.............................Colleague
.............................Collaborate
w/mentee
.............................Model Skillful/Reflective/Professional
teaching
.............................Open learner
.............................Willing to engage
in the process : Conference -Data Collection - Conference
Role of Mentee :
.............................Colleague
.............................Collaborate
w/mentor
.............................Observer of
teaching styles
.............................Open learner
.............................Willing to engage
in the process : Conference -Data Collection - Conference
.............................Be Reflective
teacher
Role of the mentor support group :
.............................Support mentors
in mentoring process, sounding board, critical friends
............................Awareness and
training and topics covered in New Teacher Seminar
How to Teach Adults : Facilitation vs. Teaching
...............................List about
teaching kids vs. adults
...............................H ow does
it make you feel when you are taught by an adult
...............................How to treat
them as a knowledgeable peer
Confidentiality - ...Establishing
guidelines
...............................Following
ethical guidelines
...............................Teaching tools
of confidentiality
...............................Not part of
the principal’s supervision and evaluation
...............................Give state
statutes
...............................Role play
the break of confidentiality
Trust Building - Develop Relations
...............................Power differential
...............................Personal space
...............................How you position
yourself
...............................Principal
has to independently observe and evaluate
...............................Mentors feel
protected
...............................The get to
know you activity
...............................Following
through
...............................Clear lines
of communication
...............................Honest conversation
about what you want from your mentor
...............................pick activities
: pairs model trusting and non trusting versions
HW : Active listening literature
..........Reflective writing about
when you felt safe as a learner
Day II
Reflection : Discussion about what makes a “safe
environment” for learning (small group review of reflective writing)
Active Listening - Literature
...............................Model the
role-play
...............................Discuss and
then role-play different topics between mentors and mentees
Straight Talk - Critique in positive language
.........................Couching in constructive
ways
.........................Contrast destructive
and constructive criticism
Define traits of Effective Teachers
Conferencing/Observation
...........Develop process
........... Preconference :
...............................Develop
preconference framework
...............................Specific information
to be gathered
...............................Instrument
for gathering information
...............................Goals for
the lesson
...............................Agree upon
time
............Observation :
...............................Focus on goals
...............................Only gather
data on what you were asked to gather info on
...............................No comments
(you’re a fly on the wall) unless asked
...............................Convenient
spot
...............................Introduction
?
..............Post conference - Give data
first ?
...............................Meet within
48 hours
...............................Process -
they speak .....TTTT centered
...............................Active listening
...............................Next steps/what
would you change
...............................Post-conference
feedback
Role-plays/Discussion - Wrap up
Contact Dan Heller 802-368-2590 or by e-mail Beth Brodie at bbrodie@sover.net
or Kevin Feal-Staub at kfeal-staub@tvhs.k12.vt.us
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